【摘要】： 幼兒教師專業(yè)發(fā)展既是學(xué)前教育改革發(fā)展的需要,也是教師和幼兒共同發(fā)展的需要。它主要是指幼兒教師在嚴(yán)格的專業(yè)訓(xùn)練和自身不斷地主動(dòng)學(xué)習(xí)的基礎(chǔ)上,逐漸成長為一名專業(yè)人員的發(fā)展過程,包括兩個(gè)層面——宏觀和微觀。從宏觀上,幼兒教師專業(yè)發(fā)展即明確幼兒教師的專業(yè)地位,同時(shí)用法律來保證其專業(yè)地位。從微觀上,即幼兒教師逐漸完善自己的專業(yè)素質(zhì)結(jié)構(gòu),在“學(xué)習(xí)-掌握-反思-再學(xué)習(xí)-掌握”不斷的循環(huán)中提高專業(yè)素質(zhì)。 本文以“背景-中外比較-問題-對(duì)策思考”的思路論述幼兒教師專業(yè)發(fā)展的問題,從中外的比較研究得出幾點(diǎn)啟示,引出了后面的問題分析。研究方法主要用到了文獻(xiàn)研究法、問卷調(diào)查法和訪談法、敘事研究和個(gè)案研究法。主要闡述了以下內(nèi)容: 討論幼兒教師專業(yè)發(fā)展的相關(guān)概念,分析幼兒教師角色的特征,以及《幼兒園教育指導(dǎo)綱要(試行)》對(duì)幼兒教師提出的要求,論述本研究的背景和意義;通過對(duì)幼兒教師專業(yè)發(fā)展現(xiàn)狀和培訓(xùn)需求進(jìn)行的問卷調(diào)查和訪談,結(jié)合兩名分別來自城市和農(nóng)村幼兒園的幼兒教師的個(gè)案比較,分析我國幼兒教師專業(yè)發(fā)展存在的問題;結(jié)合個(gè)案,從宏觀、中觀、微觀三個(gè)層面分析促進(jìn)幼兒教師專業(yè)發(fā)展的策略。 本研究只是在前人研究的基礎(chǔ)上,加上了自己對(duì)現(xiàn)實(shí)的調(diào)查和分析。數(shù)據(jù)和個(gè)案只能說明一個(gè)地區(qū)和一類教師的專業(yè)發(fā)展情況,不具備普遍性是本研究最大的遺憾。另外,在兩方面仍然值得后續(xù)的深入研究——基于本土的幼兒教師專業(yè)發(fā)展階段的研究和非學(xué)前專業(yè)畢業(yè)的幼兒教師專業(yè)發(fā)展的研究。
[Abstract]:Preschool teachers' professional development is not only the need of preschool education reform and development, but also the need of teachers and children's common development. It mainly refers to the development of a professional teacher who gradually grows into a professional on the basis of strict professional training and continuous active learning by himself, including two levels-macro and micro. From the macro point of view, the professional development of preschool teachers is to clarify the professional status of preschool teachers and to guarantee their professional status by law. From the microcosmic point of view, the preschool teachers gradually improve their professional quality structure and improve their professional quality in the cycle of "learning-master-introspection-re-learning-mastering". This paper discusses the problems of preschool teachers' professional development with the idea of "background-Chinese and foreign comparison-problem-countermeasure thinking", draws some enlightenment from the comparative study between China and foreign countries, and leads to the analysis of the problems behind. The research methods are mainly literature research, questionnaire survey and interview, narrative research and case study. This paper mainly expounds the following contents: discussing the related concepts of preschool teachers' professional development, analyzing the characteristics of preschool teachers' roles, and the requirements of the guidelines for Kindergarten Education (try out) for preschool teachers, This paper discusses the background and significance of this study, through the questionnaire survey and interview on the current situation of professional development and training needs of preschool teachers, combined with the case study of two kindergarten teachers from urban and rural areas, This paper analyzes the problems existing in the professional development of preschool teachers in our country, and analyzes the strategies of promoting the professional development of preschool teachers from three aspects: macroscopic, meso and microcosmic combined with individual cases. This study is based on the previous studies, with its own investigation and analysis of reality. Data and cases can only explain the professional development of a region and a class of teachers, and lack of universality is the greatest regret in this study. In addition, two aspects are still worthy of further study-based on the local stage of preschool teachers' professional development and non-preschool professional graduate of early childhood teachers' professional development research.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：G615

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